Gifted Education in the Middle School Setting: Analysis of Differing Perspectives Common Ground by H. Rosselli and J. Irvin
The article by Hilda Rosselli and Judith Irvin, entitled, "DifferingPerspectives, Common Ground: The Middle School and Gifted EducationRelationship" discusses the issue of the middle school as a conduciveenvironment and venue for the education of gifted children. In describingthis issue and phenomenon, the authors confront the current state ofeducation among gifted children, as asserted by "leaders in giftededucation," who stated that inappropriateness of the middle school settingin educating gifted children. According to the article, "when middlegrades philosophy positioned heterogeneous grouping as one of thepreeminent guideposts for policies and practices endorsed by the field, thecommon ground between the two fields lessened" (35). This statement showsthe necessity for a distinction between gifted and 'ordinary' middle schoolstudents, primarily because the former is considered as possessingextraordinary talents and intelligence than the latter. Rosselli and Irvin argue otherwise. While considering the argumentpresented by the leaders in gifted education, both authors argue thatgifted children have the potential and ability to cope in middleschool-that is, be educated under the s
Indeed, the internalconflict that gifted children is exemplified in Kurt Heller's (1999) studyon gifted children and education: "transformation of an individual'sability potentials into corresponding feats of excellence of achievementnecessitates tasks offering a grade of difficulty which lies on theboundaries of the individual's capabilities in order to make themsufficiently challenging. Instructional grouping also serves as an effective method in nurturinggifted children's talents and skills, which are "dependent on specificenvironmental factors" (Ziegler, 2000). Before going through the meta-analysis study, the authors firstidentified the different typologies that govern the characteristics andneeds of gifted students. This assertion reflects the vital rolethat educators play in encouraging gifted students to experienceintellectual stimulation while enjoying a healthy personal development. Using meta-analysis as the primaryresearch method to analyze the literature and trends recurring on the saidissue, Rosselli and Irvin posit that through "instructional grouping,"problems encountered in studying the effects of middle school environmenton gifted children can be minimized, hence making the middle school anappropriate venue for gifted children's intellectual, personal, and socialdevelopment. The conflicting characteristics of autonomy andassimilation lead to the struggle between becoming an efficient andresponsible, as opposed to being a sociable individual. Offering both the pros and cons of educationof gifted children in middle schools, the authors discuss the differentperspectives that centers on the relationship that middle school has withgifted education, and vice versa. Heterogeneousgroupings among gifted students in the middle school also create anothertypology, wherein interaction among peers is preferred over intellectualdevelopment by gifted students ("reduced effort when the level ofstimulation or challenge was inappropriate") (36). " This assertion shows how social (external) influences potentiallyaffects the intellectual and personal development among gifted students. In effect, thereoccurs an internal struggle between intellectual and personal developmentamong gifted students in the middle school environment. Through this, "unrealistic expectations" among teachers andstudents on gifted students will be erased, and a competitive, yet fairenvironment will be cultivated in middle schools (Lee, 1999). However, the authors' meta-analysis of the research problem beingdiscussed show that "students seem to benefit more from a differentiatedlearning environment than an integrated environment. This typology arisesfrom the fact that middle school signifies adolescent development, whereinan individual experiences both autonomy and assimilation among other peoplein his/her society. Characteristically possessing one social reality or 'world,' giftedstudents, when put in an environment where diversities abound, mayexperience disorientation, both in the intellectual and personal sense(identities in both factors). Itis the responsibility of teachers and educators to instill in the minds ofstudents (gifted and 'normal' ones) equal treatment and motivation amongthem despite the gifted students' propensity to display higher levels ofintelligence.
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